Brazilian legislation and the school inclusion of individuals with communication disorders
ABSTRACT Objective: to verify if the current Brazilian Legislation assures the effective school inclusion of individuals with communication disorders. Methods: the present study is an integrative review. Legislation related to the topic was searched on public databases, such as the website of the Planalto Palace (Brazilian Federal government headquarters), the website of the Culture and Education Ministry (Ministério de Educação e Cultura - MEC) the website of the National Education Council from Federal Government. Brazilian laws, ordinances and guidelines regarding special education of individuals with autism, intellectual disability, hearing impairment and dyslexia were consulted, since the descriptor "Communication Disorders" did not show any results. Results: twenty-one (21) identified norms met the inclusion criteria. Among these, thirteen (13) address disabilities in a generalized manner. The other eight (8) regulations are specific in relation to autism, intellectual disability, hearing impairment and dyslexia. Conclusion: despite the significant number of norms, the current Brazilian legislation does not allow for real school inclusion. Individuals with communication disorders do not have a specific legislation that could guide the peculiarities of each disorder, as well as their special educational needs. Thus, it was concluded that these individuals need legal support respecting their specificities, to allow their effective school inclusion.
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ABRAMO Associação Brasileira de Motricidade Orofacial
2019
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oai:scielo:S1516-184620190003006012019-03-11Brazilian legislation and the school inclusion of individuals with communication disordersGodoy,Vanessa Boldarini deFaiad,Lia Netto VazMachado,Maria Aparecida Miranda de PaulaCrenitte,Patrícia de Abreu PinheiroLamônica,Dionísia Aparecida CusinHage,Simone Rocha de Vasconcellos Communication Disorders Legislation as Topic Mainstreaming (Education). ABSTRACT Objective: to verify if the current Brazilian Legislation assures the effective school inclusion of individuals with communication disorders. Methods: the present study is an integrative review. Legislation related to the topic was searched on public databases, such as the website of the Planalto Palace (Brazilian Federal government headquarters), the website of the Culture and Education Ministry (Ministério de Educação e Cultura - MEC) the website of the National Education Council from Federal Government. Brazilian laws, ordinances and guidelines regarding special education of individuals with autism, intellectual disability, hearing impairment and dyslexia were consulted, since the descriptor "Communication Disorders" did not show any results. Results: twenty-one (21) identified norms met the inclusion criteria. Among these, thirteen (13) address disabilities in a generalized manner. The other eight (8) regulations are specific in relation to autism, intellectual disability, hearing impairment and dyslexia. Conclusion: despite the significant number of norms, the current Brazilian legislation does not allow for real school inclusion. Individuals with communication disorders do not have a specific legislation that could guide the peculiarities of each disorder, as well as their special educational needs. Thus, it was concluded that these individuals need legal support respecting their specificities, to allow their effective school inclusion.info:eu-repo/semantics/openAccessABRAMO Associação Brasileira de Motricidade OrofacialRevista CEFAC v.21 n.3 20192019-01-01info:eu-repo/semantics/articletext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462019000300601en10.1590/1982-0216/201921315518 |
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Godoy,Vanessa Boldarini de Faiad,Lia Netto Vaz Machado,Maria Aparecida Miranda de Paula Crenitte,Patrícia de Abreu Pinheiro Lamônica,Dionísia Aparecida Cusin Hage,Simone Rocha de Vasconcellos |
| spellingShingle |
Godoy,Vanessa Boldarini de Faiad,Lia Netto Vaz Machado,Maria Aparecida Miranda de Paula Crenitte,Patrícia de Abreu Pinheiro Lamônica,Dionísia Aparecida Cusin Hage,Simone Rocha de Vasconcellos Brazilian legislation and the school inclusion of individuals with communication disorders |
| author_facet |
Godoy,Vanessa Boldarini de Faiad,Lia Netto Vaz Machado,Maria Aparecida Miranda de Paula Crenitte,Patrícia de Abreu Pinheiro Lamônica,Dionísia Aparecida Cusin Hage,Simone Rocha de Vasconcellos |
| author_sort |
Godoy,Vanessa Boldarini de |
| title |
Brazilian legislation and the school inclusion of individuals with communication disorders |
| title_short |
Brazilian legislation and the school inclusion of individuals with communication disorders |
| title_full |
Brazilian legislation and the school inclusion of individuals with communication disorders |
| title_fullStr |
Brazilian legislation and the school inclusion of individuals with communication disorders |
| title_full_unstemmed |
Brazilian legislation and the school inclusion of individuals with communication disorders |
| title_sort |
brazilian legislation and the school inclusion of individuals with communication disorders |
| description |
ABSTRACT Objective: to verify if the current Brazilian Legislation assures the effective school inclusion of individuals with communication disorders. Methods: the present study is an integrative review. Legislation related to the topic was searched on public databases, such as the website of the Planalto Palace (Brazilian Federal government headquarters), the website of the Culture and Education Ministry (Ministério de Educação e Cultura - MEC) the website of the National Education Council from Federal Government. Brazilian laws, ordinances and guidelines regarding special education of individuals with autism, intellectual disability, hearing impairment and dyslexia were consulted, since the descriptor "Communication Disorders" did not show any results. Results: twenty-one (21) identified norms met the inclusion criteria. Among these, thirteen (13) address disabilities in a generalized manner. The other eight (8) regulations are specific in relation to autism, intellectual disability, hearing impairment and dyslexia. Conclusion: despite the significant number of norms, the current Brazilian legislation does not allow for real school inclusion. Individuals with communication disorders do not have a specific legislation that could guide the peculiarities of each disorder, as well as their special educational needs. Thus, it was concluded that these individuals need legal support respecting their specificities, to allow their effective school inclusion. |
| publisher |
ABRAMO Associação Brasileira de Motricidade Orofacial |
| publishDate |
2019 |
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http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462019000300601 |
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